Positive Parenting Among African American Mothers With a Serious Mental Illness

Positive parenting is hampered by social‐contextual risks—lack of income, education, and support, as well as maternal mental illness—but current models do not examine the effect of each factor in concert with the others. Using structural equation modeling and a community sample (N= 202) of African American mothers diagnosed with depression, bipolar disorder, or schizophrenia, we examined the direct and indirect effects of poverty, maternal education, social support, material and social stress, current mental health, and psychiatric history on positive parenting attitudes, involvement in children's education, and authoritative parenting style. The strongest predictors of parenting attitudes were stress and current mental health. Parenting attitudes were the strongest predictors of parent involvement and style but stress and current mental health were also predictive. Involvement was also predicted by maternal education and social support.     

Stigma: An Insider's View

The literature on stereotyping, prejudice, and discrimination has typically focused on the ways dominant groups negatively view and respond to minority groups. We suggest an insider's perspective to focus attention on the stereotyped or stigmatized ingroup's responses, experiences, and beliefs and the paradox of being both an active constructor of one's everyday reality and an involuntary target of negative attitudes, behaviors, and beliefs that shape this reality. We propose that an insider's perspective affords a view of stigmatized groups as actively seeking to make sense of their social world and attain positive outcomes, not simply avoid negative outcomes. In this sense, an insider's perspective acknowledges that stigmatized groups are not simply victims or passive recipients of stereotyping but rather actively attempt to construct a buffering life space.     

Gendered Influence of Downward Social Comparisons on Current and Possible Selves

Because men and women differ with regard to independent and interdependent self-construals, we propose that downward comparisons are more likely to lower women's achievement-related self-evaluations compared to men's. We also hypothesize that gendered self-schemas provide men with advantages in the processing of self-related dispositional information and women with advantages in the processing of self-related social-contextual information. To the extent that a downward social comparison presents a potential threat to the self, men and women differ in how effectively they can fend off the implications of different types of comparisons. Results from three experiments (total N = 393) support these hypotheses, suggesting that gendered responses to downward comparison are at least in part driven by a culturally normative focus on dispositional information prevalent in the West.     

Race From the Inside: An Emerging Heterogeneous Race Model

Race matters, influencing life experiences. Race is not a simple concept, and it is not a single category. Racial identity theories, however, typically handle race as a simple Black-White dichotomy that overlooks within-group heterogeneity, substituting a subgroup—young, low socioeconomic status, darker skinned men—for all African Americans. The centrality of this subgroup image reifies what it means to be Black but excludes African Americans who are women, middle class, and so on. We provide an overview of the situation of African Americans, high-lighting within-group diversity in everyday experiences related to gender, socioeconomic status, and physical attributes, including skin tone. Understanding the implications of race from an insider's perspective requires that we view it as a heterogeneous category.     

The Role of Acceptance and Empowerment in Promoting Reconciliation from the Perspective of the Needs-Based Model

We propose that following a victimization episode, victims experience an enhanced need for power, whereas perpetrators experience an enhanced need for social acceptance. We present the needs-based model of reconciliation, according to which the reciprocal satisfaction of these needs may lead to improved relations between victims and perpetrators. We then use the model as an organizing framework for reviewing theories and empirical findings within the field of victim/perpetrator dynamics in general and reconciliation in particular. We also examine its applicability to various contexts including interpersonal and intergroup conflicts and conflicts between majority and minority groups within the same society. Finally, we conclude by discussing policy implications drawn from the model.     

Modeling the Impact of the Affordable Care Act and the Individual Mandate on Californians

The Patient Protection and Affordable Care Act (ACA) was designed to provide health insurance to uninsured or underinsured individuals. We used the California Simulation of Insurance Markets (CalSIM) model to predict the experience of consumers in California, who will be faced with new insurance options through Medicaid, employer-sponsored insurance, and the individual market in 2014 and beyond. We explored the response and characteristics of Californians who will and will not secure insurance coverage, with and without the “individual mandate” or minimum coverage requirement (MCR). We found 1.8 million Californians (38 %) of the 4.7 million eligible uninsured will secure coverage by 2019 with the MCR, while only 839,000 (18 % of the eligible uninsured) would obtain coverage without it.     

Evaluation of intervention outcomes: Agreement among evaluators and internal consistency

This paper describes and assesses the inter-rater and internal consistency of evaluations of the process and results of social work intervention. The research was conducted by 28 students in the last year of their BA studies at the Bob Shapell School of Social Work at Tel Aviv University. The intervention outcomes were evaluated by the student social worker, his/her field supervisor, and a student peer in the same class using the single case design and uniform evaluation tools. Findings showed both agreement among evaluators and internal consistency.     

Parents Who Get What They Want: On the Empowerment of the Powerful

This paper addresses the issue of parent involvement in school life in the newly emerging realm of commodified education. It explores the limits of empowerment and its context-dependent nature. The case under scrutiny is that of parent organising in an established Tel Aviv area, who demanded a share in the shaping of their children's education. These demands were couched in a hierarchy of moderate-status teachers and prestigious parents and backed by the parents' resources and their capability of effective organising. As the case unfolded, conflicts between the parents and the educational system turned into a paralysing factor, which further eroded the teachers' prestige and humiliated weaker parents within the community. Empowerment, commonly hailed as a desirable goal, may thus become an additional resource for the powerful, constituting less resourceful populations as passive and indifferent.